1 2 3 Super Empowered !
Is a Brain Neuron Snowballing System!
1 2 3 Super Empowered ! is the first early childhood leveled program to begin at birth, building brain neuroplasticity and delivering value and measurable results over time. It evolves into a language and mathematics-infused program for toddlers and preschoolers, and transitions into a paragraph writing system for elementary students, accommodating all individualized education plans. Gifted milestones will be achieved much sooner than previously thought possible.
Each course comes with a personalized answer key!
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Our Research!
Click the following links to learn the baby and childhood benchmarks in your area
Key points suppSub-Headlineorted by research:
Research shows that about 80-90% of a child’s brain is developed by age 3. During this period, millions of neural connections are forming, influenced by experiences, interactions, and early learning. That’s why early childhood stimulation—through talking, reading, singing, and interactive play—is so important for cognitive, social, and language development.
This fact is a strong argument for high-quality early education programs like 1 2 3 Super Empowered !
• Forgetting curve - Most research aligns with this concept, demonstrating a rapid decline in knowledge retention shortly after learning, with the biggest drop occurring within the first few days.
• Active Learning Methods - Studies consistently show that engaging methods like hands-on activities, discussions, and teaching others significantly enhance knowledge retention compared to passive learning techniques such as lectures.
• Spaced Repetition - Regularly revisiting information at spaced intervals is considered one of the most effective strategies to solidify learning and prevent rapid loss of knowledge.2 Column
• Relevance and Real World Application - When children can connect new information to their personal experiences or see practical applications, their ability to retain knowledge improves.
Other important factors to consider:
• Age - Younger children may forget things at a faster rate compared to older children.
• Individual differences - Learning styles and motivation vary between children, impacting how well they retain information.
• Learning Environment - A supportive and engaging classroom environment can significantly influence knowledge retention.
Beginning reading interventions for children and adolescents with intellectual disability.
Reichow B, Lemons CJ, Maggin DM, Hill DR.
Cochrane Database of Systematic Reviews 2019, Issue 12. Art. No.: CD011359. DOI: 10.1002/14651858.CD011359.pub2.
https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD011359.pub2/epdf/abstract
"The First Five Years"
First Things First
"Brain Development in Early Childhood"
Anisa Kelly, MD, Ann & Robert H Lurie Children's Hospital of Chicago
https://www.luriechildrens.org/en/blog/early-childhood-brain-development-and-health/
"Exploring infant signing to enhance responsive parenting: Findings from the INSIGHT study"
Ian M Paul, Emily E Hohman, Leann L Birchn, Amy Shelly, Claire D Vallotton, Jennifer S Savage
"The wonderful but weighty challenges of parenting a gifted child"
Victoria McDougald - Thomas Fordham Institute
https://fordhaminstitute.org/national/commentary/wonderful-weighty-challenges-parenting-gifted-child
"When do infants begin to follow a point?"
Bennett I Bertenthal, Ty W Boyer, Samuel Harding
"A Still Face Paradigm for Young Children: 2 1/2 Year-olds' Reactions to Maternal Unavailability During the Still-face"
Harvard Medical School, Children's Hospital, Boston, MA
https://www.youtube.com/watch?v=f1Jw0-LExyc
https://pmc.ncbi.nlm.nih.gov/articles/PMC3289403/
"Early Exposure BENEFITS OF EXPOSURE TO READING PRIOR TO KINDERGARTEN"
Amanda Sharp
https://www.nwmissouri.edu//library/researchpapers/2015/Sharp,%20Amanda.pdf?form=MG0AV3
"Learning to Read and Write: What Research Reveals"
National Association for the Education of Young Children
"Interventions for Young Readers: A Literature Review with Evidence-Based Strategies to Practice"
Kaylah Smith
https://files.eric.ed.gov/fulltext/EJ1329896.pdf?form=MG0AV3
"The Power of Early Literacy: Building Strong Foundations for Lifelong Learning"
Dr. Jan Hasbrouck
https://www.voyagersopris.com/vsl/blog/the-power-of-early-literacy?form=MG0AV3
"Reading with children starting in infancy gives lasting literacy boost"
American Academy of Pediatrics
https://www.sciencedaily.com/releases/2017/05/170504083146.htm?form=MG0AV3
Other Resources Also Include:
“Environmental Print and Its Relationship with Literacy Development" (2012)
by Gernsbacher, S. (Journal of Educational Psychology).
This study emphasized the importance of environmental print—such as labels, signs, and posters—in promoting early literacy. The research highlighted that young children begin to recognize and make sense of printed language in their environments long before they can read or write fluently. The study showed that exposure to environmental print supports vocabulary acquisition, letter recognition, and an understanding of print concepts.
"Language, Literacy, and Learning in the Classroom: The Role of Environment" (2015)
by O'Connor, K., & O'Neill, J. (Journal of Early Childhood Education)
This study drew on Vygotsky's sociocultural theory, arguing that children learn language through social interactions in meaningful contexts. Labeled environments, such as labeled classroom objects or word walls, offer opportunities for scaffolded learning, where children engage with peers and adults in a shared space to negotiate meaning and understanding.
"Environmental Cues and Cognitive Development in Preschool Children" (2019)
by Arnold, D. H., & Hicks, S. (Developmental Psychology)
This study found that environmental cues, including labels, help young children navigate their learning environment. Labeled objects, colors, and word walls support children in recognizing the function and organization of their space, which in turn promotes independence, problem-solving, and social interaction.
"Language Acquisition in Dual-Language Environments" (2021)
by Garcia, O., & Wei, L. (Bilingual Education Journal)
This study emphasized the importance of using labeled environments to support bilingual children in their language acquisition process. The research found that dual-language labels in classrooms promote vocabulary development and facilitate code-switching between languages, improving both language comprehension and production.
Video and sound by: Roman Parsonese and Aaron Sokoloff
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